Module 1: THE LEANER’S DEVELOPMENT AND ENVIRONMENT

Activity 1: The School as a Learning Environment

Name of FS Student: Ariza D. Deyan
Course: BSED- English
Year and Section: 4th Year
Critique Teacher: Ma’am Vanesa E. Sadya-as
Cooperating School: Pingad National High School (Junior High School)
Date of Visit: October 3, 2022

A. Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom.
Pingad Junior High School has the facilities and support learning areas in the campus and
also in the classroom.
B. Accomplish the checklist as you move around the school premises.
School Facilities Checklist
Facilities Available Not Description
Available
Office of the ⁄ The Principal’s Office is found at the second
Principal floor of the main building. It is found in
between the ICT room and Resource Office.
Specifically, it is the third room upon entering
the entrance of the second floor.
Library ⁄ The library is also located at the first floor of
the main building just in front of the gate. The
size of the room is a little bit small for a library
however it contains the necessary books for
learning resources.
Counseling Room ⁄ The counseling room is like a cubicle found
beside the stairs of the exit of the second floor
where there is a small space.
Canteen/ Cafeteria ⁄ The canteen/ cafeteria is another building on the
left side of the main building. The style is like a
bungalow house wherein it has two doors on
opposite sides that serves the entrance and exit.
The building is divided has two rooms. One
room serves as the kitchen. On the left side is
the room of the principal and on the right side is
the table of the teacher who is in charge of the
canteen. The space left is where the homemade
snacks, biscuits and meals are served.
Medical Clinic ⁄ The medical clinic and the library is only one
room that is divided. The left side of the room
is occupied as the medical clinic. It is not too
wide however the space is enough to
accommodate the patients. Moreover, basic first
aid kits, weighing scale and a patient’s bed is
present at the clinic.
Audio Visual/ ⁄
 Media Center
Reading Center ⁄
Speech Laboratory ⁄
Science Laboratory ⁄
Gymnasium ⁄ The Gymnasium is found just in front of the
school. It is beside the gate of the school. In the
gymnasium, there is a basketball court and a
stage. The ground is wide enough so this is
where the students are conducting their flag
ceremony.
Auditorium ⁄
Home Economics ⁄
Room
Industrial ⁄
Workshop Area
PTA Office ⁄ The PTA office is in a separate building behind
the comfort room for girl of the main building.
It occupies the whole second floor of the
building. The style of the office is like a small
hall because there are no divisions.
Comfort Room for ⁄ The comfort room for girls is found at below
Boys/ Girls the stairs of the entrance to the second floor of
the main building while the comfort room for
boys is on the Exit side. There are also comforts
rooms for both male and female behind the
main building. So far, there is no problem in the
water and cleanliness of the CR’s. In addition,
as part of hygiene, sinks are installed in each
CR.

C. Based on your gathered data in the checklist, describe the school environment.
In general, Pingad National High School has a safe, clean and conducive school
environment. Even though all the facilities in the checklist are not present, everyone in the
school is utilizing everything they have the best they can of their benefit.
The school surrounding is clean in the sense that there are no papers, cellophanes and
plastics scattered either inside or outside the buildings. They even practice waste segregation in
every room or office. One good thing about their practice is they have one specified place where
they burn their garbage. As a result of this deed, they are creating a safe environment for the
everybody to enjoy. Another is the school compound is surrounded with fence to minimize the
students from escaping and absenting during class hours. Even the gate is locked from the
moment everyone entered after the flag ceremony and will be only be opened during dismissals
or for valid reasons. As we all know, every student is a responsibility of the school once they
entered the school. This a strategy to monitor the students and guarantee their safety since
everything they need for learning is offered by the school.
As the checklist supports, the facilities, school surroundings, resources, offices,
classrooms and other structures present in the said school increases student’s attention and focus,
promotes meaningful learning experiences, encourages higher levels of student performance and
motivates students to practice higher-level critical thinking skills.
 Although the location of the school is far from the other barangays of the place, it is
nevertheless situated at the center of the different barangays so that every student can be able to
attend school considering the distance they have to travel. Based from the checklist and from my
own observation, the school compound has a very limited space for improvement most especially
that it is in a sloping terrain. However, despite the situation, the school has provided everything
they can to provide the needs of the students so assure they are learning comfortably and
efficiently. For instance, medical clinic is there in case of emergency. Classrooms are available
to accommodate every student note, that every grade is divided into two sections. There are
several comfort rooms to make sure that everyone can respond to their personal call of nature.
Their canteen is never empty and close to ensure that the students, teachers and personnel’s will
not get hungry as tis factor will affect greatly their performance. Even though the school has very
poor internet connection, they are still fortunate that they have a library to search for more
information regarding their lessons. These are only some of the features present in Pingad
National High School that makes learning accessible that the other schools are lacking.
For the offices of the teachers, the faculty, and the ICT, their doors are always open to
welcome and entertain the students concerns and needs. Their first priority is to mold and let the
students learn so they are happy to offer the students the resources they need to learn.

D. Make a reflection on the characteristics of a school environment that promotes learning.

Using several learning models
This characteristic is very crucial in the learning process of students because addresses
the different learning of the students. A classroom is composed of diverse students that have
different ways of learning for that reason the school should use several learning models in order
to promote learning. Teachers should not only concentrate on single way of teaching the lesson,
instead, they should come up with other strategies to motivate their learners to be active during
the teaching-learning process. They should not only focus on discussion for the whole period,
there should be performances, group activities and others so that the teaching learning process
inside the classroom will not be tedious. Thus, resulting to active learning.
Encouraging students to ask more questions than their teachers
A classroom where the teacher does not let his/ her students ask questions does not
promote learning. Students asking questions, reflect how much they have understood about the
topic. It is also their way to clarify anything they did not understand about the topic. Teachers
should really encourage students to ask more questions because this opens the door to the
students and likewise the teacher to acquire more knowledge. Allowing the students ask more
question is strategy to make them analyze the information they learned and ask further questions
to learn more.
Developing strategies for student stress management
A school environment that promotes learning should not only concentrate of giving a lot
of information to their students but also consider the health of the students. Health is a very
important aspect of learning. If the students are holistically healthy, they can grasp their lesson
easily. They can learn best if they are in good health. Too much requirements contributes to the
stress of students; hence the school should be mindful not to bombard the students with lots of
activities and performances at the same time. With this, they will not learn but only be stressed
and will badly affect their learning. To avoid this problem, the school should develop strategies
to address stress management. Stress is a serious matter when it comes to students as this can
lead to depression and eventually suicide if not given immediate action. Lot of students may find
learning, doing assignments and projects, engaging in activities stressful especially if there is no
proper time management. In order to help students, manage their stress, the school should
conduct activities like seminars, training or other fun activities that students can enjoy and relax
themselves. The should have counseling room that the students can approach whenever they are
down and that they need someone to talk to. There should be various organizations that the
students can join so that they will not only be focusing on doing classroom requirements. Who
knows the students excel in any of the organizations and they can find enjoyment in
participating. This strategy helps a lot in reducing stress. The teachers should also be informed
not to give countless requirements at the same time as this will only pressure the students and
will cause them stress. Furthermore, teachers must also be careful of their words when they are
scolding the students especially that they never knew what is circling the student’s mind.

E. Present your idea of a good school environment (Descriptive Paragraph, Photo Essay,
Sketch or Drawing, Poem or Song).
In my own perception a good school environment should offer a safe environment. That
first priority of the school is to ensure the safety of the students. The environment, the
classrooms and the school as a whole must be clean physically to provide the services that it
offers. Especially that the main customers of schools are children, the environment should be
safe and clean from them to be able to learn, play and move freely.
Moreover, a good school environment should be composed of necessary learning
facilities. Basic facilities include classrooms, comforts rooms, canteen, clinic, offices and others.
These facilities offer different uses thus, there presence is important in every school. The service
that the school gives to the students will be inadequate and will greatly affect the performance of
the school if most of the facilities are not present.
A well-managed or well-structured classroom is another criterion for a good school
environment. Classrooms are where the students acquire learning in school therefore, the
classroom should be organized and managed in a way that the student can concentrate in their
learning. Everything inside the classroom should be in accordance to education. Anything that
may distract, disturb or affect the focus of the students should not be placed inside the classroom.
In addition, school or classroom serves as the second home of every student. It is then the duty of
the teacher to create a classroom where students can feel that they are welcome and they are free
to express themselves.
Lastly, a good school environment should have a clear and fair disciplinary policy. A
school should not be place of discrimination, bullying and unjust. Instead, it should be a place
where students are being treated equally despite the differences; physically and socially. The
policies of the school should be applicable to every student and there should not be exemption.
Schools serves as the second place where students get disciplined thus teachers and other staff
should help in disciplining students but not to the point of physically or emotionally abusing
them.
Typically, social, physical, psychological or cultural factors involved in a learning
environment deeply affects the learners’ learning capabilities. If the learning atmosphere is not
conducive to gaining new knowledge or skills, it will be had for learners to remain engrossed or
interested.
 Observation Guide for the Classroom Visit
Name of School Observed: Pingad National High School (Junior High School)
School Address: Camatagan, Sabangan, Mountain Province
Date of Visit: October 3, 2022
Pingad Junior High School is located in Camatagan, Sabangan Mountain Province.
Specifically, it is adjacent to Camatagan Elementary School.

My Reflection
1. Would you like to teach in the school environment you just observed?
Based from my observation my from my stay in Pingad Junior High School, I admit that I
wanted to go back and teach there. I choose to teach in Pingad Junior High School because I
noticed good reasons for me to go back there. For instance, the teachers and staff of the school
are all very accommodating and welcoming for which from the first day till the end of our
observation they never closed their door for us. They treated us as one of them or as a family of
the school so they never failed to show their love and care for us. Every time we need something,
they don’t deprive us of the materials we need for our observation. As long as the learning
materials, supplies are available in school, they did not hesitate to provide our needs.
As for the overall surroundings of the school, it is not that bad. The cleanliness of the
school is being maintained by the students and the janitress. Neatness is very important
characteristic of a good school environment and I was amazed to have witnessed this in Pingad
Junior High School. This kind of environment carries a big impact on the learning process of the
students.
The behavior of the students are diverse as expected however they treat each other as
their friend. I think some of the students are not well disciplined and well-mannered but still I
can say that they still know how to respect other. It is normal for a class to be noisy for some
reasons and the students there are so noisy that even lead for their classroom to be chaotic but
they can be managed by classroom strategies.
These reasons gave me the reason why I want to teach in that school even if sometimes it
is really frustrating to stay there. I realized that I want to teach there because it is there where I
can learn new things and strategies that I apply in teaching. I want to end the school year with the
students and teachers there, because I feel like we have developed a bond that we cannot just cut
in the middle getting to know each other better.

2. What kind of school campus is conductive to learning?

A school campus that is conductive to learning should have facilities that help all types of
students in the learning process. It must offer various ways of gaining knowledge in all aspects
like physical, emotional, and social, and not only about intellectual growth. comfortable physical
space where children are able to sit comfortably, see and understand what their teacher is saying,
as well as socialize with their fellow classmates 
A school that is conductive to learning is a school where everyone can feel
belongingness, peace and security to learn. Another is it should be composed of the learning
facilities that are necessary to impart lesson to the learners. The basic needs of the students like
classroom, comfort rooms, library, clinic, ground and others should be present so that there will
be no reason for the students not to perform well in their classes. A school that is conductive to
learning must support the students to achieve effective learning.
 3. What kind of classroom is conductive to learning?
A classroom that is conductive to learning must be a place where students can learn the
set the specific objectives. The teacher should be the one who is in charge of the classroom
management but the students should participate whatever is to be done in the classroom. The
teacher and the students should work together I order for effective learning to happen. The role
of the teacher is to teach the students of what they need to know, partly the students will actively
participate in every activity or everything that that will take place in the classroom. In general, a
classroom that is conductive to learning offers an environment for the learners to focus in their
learning.

4. Write your additional learnings and insights here.

I learned that the school, classroom the students and the teachers are connected with each
other wherein the absence or the performance of one affects the others. Even if just one is not
doing well the work of the others will be affected negatively affected. Likewise, even if only is
exceling if the others don’t cooperate, the result will also not be satisfying. Thus, in order to
avoid pulling down the others, everyone should work together to as their hard work will also
benefit all of them.

Activity 2. Learner’s Characteristics and Needs

Learner’s Development Matrix
Development Domain Preschooler Elementary High School
Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
5-6 years old 7-9 years old 13-15 years old
Physical
1. Gross-motor skills Preschool children Children are very Students at high
are very active when hyper when it comes school are not that
it comes to activities in using their gross- very active when
that involve their motor skills using their gross-
gross-motor skills. especially when they motor skills since
are playing. playing is not their
interest anymore.
2. Fine-motor skills Preschool students Students are Students fine motor
are still starting to improving their skills skills are improved
exercise their fine in writing and wherein they can
motor skills drawing wherein give art to what they
especially in writing students can finally are doing.
and drawing. write smoothly.
3. Self-help skills Children still need Students in Highschool students
the help from their elementary are are very independent
teacher or guardian starting to practice to since they are also
to comfort do things in their reaching puberty
themselves or to do own. They can eat, wherein some are
what they want and dress, go to comfort shy to ask help from
need. rooms on their own. others.
4. Others
Social
1. Interaction with Some of the children Most of the students Highschool students
 teachers are very jolly while are very obedient to are trying to befriend
talking to their their teacher. with their teachers
teacher. There are but there are some
also some who prefer who are still shy to
to stay on that side approach their
and wait for the teachers since they
teacher to approach lack confidence.
him/her.
2. Interaction with Preschool children Students in Students are
classmates interact with their elementary are also becoming sociable.
classmate in order to interacting with their Though at first, they
look for a playmate. classmates to find a still find it hard to
They would always playmate. There are socialize themselves
talk about toys. times that they would but as they come to
go on a fight but know the other
after a day, they will person, they are
be friends again. creating a
communication.
3. Interests Children do not still Children at this age Highschool students
have that particular do not still have their have finally found
interest that they interests. They are out their interest.
concentrate. They already happy in They may be good at
will always try to do playing. Their dancing, singing,
things like singing, teachers are the one drawing and others
dancing, drawing and observing what are and they will engage
others. they good at. themselves in
competitions.
Emotional
1. Moods and Preschool children Children at this age Highschool is where
temperament still have their are happy go lucky puberty happens.
expressions of feelings tantrums with them. that when they play, Mood swings is very
They cry on small it is a source of their common especially
little things. happiness. They fight to ladies. While the
sometimes and gentlemen are the
would challenge the silent type of people.
other person but on
the next day, you
would see them at
peace.
2. Emotional Preschoolers insist Just like Highschool student
independence on being independent preschoolers, many are mostly
at many times since elementary students dependent, either on
they want to discover try to be their friends or
things on their own. independent. Others teachers. They would
But there are times would stay silent and need other people to
that they would still wait for their teacher talk to and share
seek help. to approach them what they feel.
first.
Cognitive
1. Communication skills Preschool children Children at this age Highschool students’
are still on the step are at their active communication skills
where some are shy stage wherein they are improved
to talk with others talk with their compared to the
but as time passes, classmates and play. younger ones. They
they try to They also try to get along with
communicate more communicate with their peers and also
with their classmate their teacher when with their teachers.
or teacher. they want to ask
something.
2. Thinking skills Preschool children Children also rely on Highschool students
think basing from the information that are starting to think
what they see and their teacher is outside the box
hear that the teacher giving them. They wherein, it is not
teaches them. would think basing only what they see
from the actual and hear that they
things they see and consider.
hear.
3. Problem-solving Preschool children Children try to solve Highschool students
rely on their teachers problems on their try to solve problems
when there is a own but if they think that they are facing
problem that needs to they can’t do it, they like being united to
be solve. seek the help of the win a competition.
teacher.

Activity 3. Classroom Management and Learning

1. How does the classroom organization and routines affect the learner’s behavior?
Classroom routines is essential to good classroom management by making the learner
behave appropriately. I noticed that classroom routines can increase students’ confidence and
comfort level since learners know what is expected of them in different situations. Set routines
are especially helpful when working with young learners and teens that need extra support in
regulating their behavior.
Routines are usually established at the beginning of an academic year or term and are
regularly reinforced. Routines also encourage students to take responsibility for how their
classroom functions. In other words, routines ensure both the teacher and the students are
accountable for creating a class environment that runs smoothly and efficiently, thereby
maximizing everyone’s opportunities to learn. Moreover, classroom organization and routines
affect the learner’s behavior by making the students participate more in class. It makes them
become more active in class. It also affects the learner’s behavior in a way that having an
effective classroom organization and routine will motivate students to behave well and study,
and their academic performance will be excellent.

2. What should the teacher have in mind when he/she designs the classroom organization
and routines? What theories and principles should you have in mind?
In designing a classroom organization, the teacher should keep in mind the principle of
putting the students first in whatever routine she/he will enact. The teachers create a classroom
organization that supports the interest of the students. He/she should design a classroom where
the learners are free to express themselves. He should also keep in mind the size of the classroom
in order to give space where the learners can move freely. Most importantly, in designing
classroom routines, a teacher should keep in mind the students learning style, learning needs, and
attitudes.

3. Which behavior strategies you think are effective in managing the behavior of the
learners? In motivating students? Why are they effective?

Below are the strategies which I think are effective in managing the behavior of the learners and
motivating the students:
1. Maintain a Routine
Having a set routine is an important behavior management tool that helps to establish
guidelines and behavior expectations. A routine ensures that students know what’s coming next,
so you’ll spend less time giving out instructions—freeing up time to do the real work. Include
the students in establishing a class schedule that works for everyone and give them responsibility
for some routine tasks. Don’t leave out the notoriously disruptive students in your schedule—
more often, a sense of responsibility can help reduce behavior issues. When a student starts to
slide out of your planned routine, use non-verbal cues like hand gestures to remind students of
what they should be doing. Avoid verbal cues to keep the lesson flow uninterrupted.

2. Set Rules Together with Students

Just like a routine, rules help improve student behavior. However, if the classroom
teachers set the rules themselves, the class may reject them. That's why it's important to have an
audience with your class to help set the rules. When children take ownership of the rules, peer
pressure works in your favor to enforce them and improve behavior management. Also, have a
guideline for how infractions will be dealt with. These guidelines help remove the feeling of
being punished, so students will know what to expect when they’re called out about their
behavior. Remember to enforce the guidelines impartially and consistently. If you slack on the
enforcement even once, you create a loophole that everyone will want to take advantage of. It's
also important to remember not to discipline the whole class for one student's infractions. For
example, disrupting class proceedings to deal with one student. This will likely alienate the
whole class, who will feel wrongfully punished.

3. Create Stimulating Lessons

Imagine sitting through a meeting where the facilitator drones on for hours on end? You
will probably start fiddling with your keys or just zone out right in the middle of it.
That's exactly how students feel when lessons aren’t exciting. Monotonous classes are sure to
bring out the worst in your students. To get rid of bad behavior, make your class activities as
exciting and stimulating as possible. Structure your activities to engage and involve your learners
throughout the lesson. Strive to allow your students to uncover knowledge with practical
activities.
Most importantly, vary your teaching methods, use plenty of aids and make the work as
interactive and fun as you can. You can draw the attention of younger students by incorporating
games and using plenty of actions in your learning time. With older students, try to stay
relatable, for example, by referencing modern music or movies.

4. Use Positive Language

Negative language has a way of reinforcing the wrong behavior. Typically, kids like to do
what they are told not to do. So, rather than create a vicious cycle of behavior challenges, use
positive language.
For example, instead of saying, “stop throwing those paper airplanes,” you can say instead, “can
we all focus and pay attention, please.” Positive language makes the students feel respected,
leading to better behavior. Plus, positive language will encourage the kids to start speaking
positively. For example, instead of saying, “this work is too hard for me,” they will begin to say,
“I can try my best.” It's also important to keep your body language positive. Smile more and
frown less often. Model the behavior you want to see in your students. Studies have shown that
students learn from the language and behavior that educators

5. Develop a Relationship with Your Students

Get to know your students individually. Take time to find out their interests and dislikes.
If your lessons are centered around what the learners like, you will find it easier to keep them
engaged. Also, knowing your students will help you identify some triggers to behavioral
problems. For example, if a student suddenly starts lashing out and talking over you in a lesson,
they may be going through some personal problems at home or facing issues like bullying at
school. If you know a bit about the child, you may be able to figure out the root of the problem.
Instead of punishing the bad behavior, you can talk to the student or point them in the direction
of help; for example, get them to see the school counselor.
One way of developing a good relationship with your class is by speaking positively about them
to their parents and administrators. Use notes and calls to update their parents on their positive
behavioral changes. Or have the principal or a senior administrator drop in to commend their
good behavior. Your students are more likely to feel like you are looking out for them and
continue to improve.

These are effective ways in managing behavior of the learners because showing your care
and being strict at the same time will make them understand that they have their own
responsibilities which they need to do when they are in the school premises.

Activity 4. Individual Learner’s and Interaction

1. In the future, how would you want your learners in your classroom to interact? How will
you make this happen?

In the future, I would want my learners to in the classroom to interact by expressing

themselves freely. I want my learners to be actively participative in the classroom. Through that
the classroom will be alive and they will not be bored. In times of discussion, there should be an
interaction between the students and the teacher. If they have questions, they should ask freely
the so that their vague understanding of the lesson will be clarified.

My Portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom. Using
these quotations, explain how you will encourage all learners, regardless of religious, ethnic
or racial background to interact and participate well.
 Using these different quotations, I would encourage my learners by inspiring them using
them that these differences in races, ethnicity and religions is what make each other unique and
special. Differences in those aspects is not something to be ashamed of instead this should create
a reason for them to know one another. As stated in the quotations, I will explain to them that
differences are not bases arose bullying and discrimination inside the classroom. Students must
accept the diversity of their classmates so that they can finally understand, blend and unite
together as a whole class.
In order for success to take place within the class, I will emphasize to the students that
working together in equality in spite diversity is where true learning happens. Embracing their
classmate’s uniqueness inspires them to perform their best in class. This really means a lot to
every learner because gives them the feeling of belongingness as a member of the family in the
classroom. Thus, will lead the students to participate and interact actively in class without
insecurities of being rejected, idled and disliked.
Moreover, to enlighten them I will restate acceptance as the bottom line of all the
quotations altogether so if they become united as one, they can be able to enjoy learning and
achieve a lot of things.

Activity 5. Individual Differences and Learner’s Interaction

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?
High and low achievers can be identified when we were in High school and even
elementary but that normal in educational life. Yes, there were high and low achievers when we
only take a pen and paper activities but when she introduced other ways of teaching like games,
some of the low achievers excelled. Others are really good when it comes to writing but not in
speaking.
To address the students who are low achievers, the teacher set a time for remedial classes.
She asks the students who are interested to join in her remedial class but if in her observation
only one student badly needed the remedial, she would order that student to attend the remedial.
Remedial classes are mostly the strategy done by most of my teachers in high school
when it comes to high and low achievers. Having remedial classes is an effective way to help the
students in their differences in abilities. It is because you either teach them slowly or you can do
one on one teaching to them wherein, they can learn more.
In some cases, the teacher would also ask those high achievers to be the leader of the
group and help their classmates in things that they are having difficulty with. With this type of
strategy, the teacher is encouraging pair teaching among the students who are high achievers and
low achievers.
In my opinion, yes, our teacher was effective. For she discovers ways to make sure that
the lesson she was imparting to her students will be understood by all, not only the high
achievers. She never abandoned the low achievers because she did not let them lose pace in
learning.

Activity 6. Reflection

How can the school environment affect the overall development of the learner?
The learning environment dramatically affects the overall development of students in a
way that schools' open space and noise, inappropriate temperature, insufficient light,
overcrowded classes, misplaced boards and inappropriate classroom layout all make up factors
that could be confounding to the academic development, social interactive development,
Communication Skill Enhancement, Co-curricular Activities and Talent Search, Learning
Emotions and feelings, Discipline and Hard work of every learner.
School environment are not just important for the educational development of a learner.
There is much more the school environment does, it shapes a learner's personality, way of
thinking, opinions, and behavior. Schools also help in providing learners with a place for
expanding their social circle and creating a life outside their families.
Considering functional factors also, teachers, principal and staff members also play an
important role in making a good school environment. If teachers are functional in a way that they
do their job being the model, influencer, and mentor to students, learners would be able to
develop their physical, social, mental, cognitive, and other aspects in their lives.
 Module 2: EXPERIENCING THE LEARNING – TEACHING PROCESS

Activity 1. Integrating Theory and Practice

Name of FS Student: Ariza D.Deyan
Course: BSED- English
Year and Section: 4th Year
Resource Teacher: Ma’am Vanesa E. Sadya-as
Cooperating School: Pingad National High School (Junior High School)
Date of Visit: October 3, 2022
1. A
2. C
3. D
4. D
5. B

Learning Portfolio
Principles of Learning in My Own Words
Principles are propositions or value that is a guide for behavior or evaluation. Principle is
our own mindset that direct us in our every actions and decisions in life.
In connection to that, principles of Learning in my own words then are rules that should
be followed when learning. These are guides that a teacher needs to put in mind every time they
do their teaching and every time the students are learning. Principles of Learning focuses on the
benefits of the students and not on the teacher since the students are the one learning. The teacher
should see to it that as she teaches the lessons, she should be able to let the students feel the
different principles.

Activity 2. Intended Learning Outcomes/ Lesson Objectives

A. Give one researched quotation that states the significance of goals and objectives. (State
your source)

“Without goals and plans to reach them, you are like

a ship that has set sail with no destination.”- Fitzhugh
Dodson

https://www. Indeed.com>achieving-goals-to-inspire-and-Motivate-you/Indeed.com

B. In one sentence, relate this quote to learning objectives/ intended learning outcomes as a
guiding star in lesson development.
Learning objectives/ intended learning outcomes serves as the guide of the lesson to
achieve its purpose of delivering the goals of the lesson successful because without the lesson
objectives the lesson will be lost in track just like a sail with out destination.

Activity 3. The Three Domains of Knowledge/ Learning Activities

1. What do you think is the effect on learning when teaching is focused on only one
domain?
The effect on learning is obvious when teaching is focused on only one domain. Of
course, the students will learn only domain while the others will be disregarded. The students’
opportunity to learn the competencies of the other domains will be deprived because they are
only focused in dealing with on domain. In other words, when teaching is focused only on one
domain of knowledge, the other domains will not be enhanced or improved. Focusing only on
one domain will make the teaching less meaningful and effective. The lesson objectives might
not be achieved with only one learning domain being focused.

2. Is it really possible to teach only in one domain like affective only or cognitive only or
psychomotor only? Or based on Kendall’s and Manzano’s taxonomy, information only or
mental procedures only or psychomotor procedures only? Explain your answer?
Yes, it is possible to teach only on one domain if the teacher chooses to do so. This is
also possible in cases wherein, the objectives of the lesson for the day only concentrated in
enhancing one domain. For instance, if the teacher only focused on the cognitive domain, the
students can still learn their topic it is just that their will be no application of what they had
learned. On the other hand, it is not sure that the information which the students understood in
their lesson would stay with for a longer span of time or worse is they will just forget it because
there are no follow up activities given in order for them to apply what they learned. Thus, it is
still preferable to teach using the three domains for best results in the students learning.

Activity 4. The New Taxonomy of Education Objectives: The Level of Learning Activities
My Learning Portfolio: Based on the K to 12 Curriculum Guide (for BEED students, subject of
your choice; BSED, your specialization), write competencies that are fit for each of the
following:
A. Bloom’s levels of processing a learning activity

1. Remembering- Remembering is the first level wherein the basics are applied. In here, students
should be able to recall, recognize past and relevant knowledge from
their long- term memory. These knowledge serves as the basis on what they
need to do next.
2. Understanding- The second level states that other than simply identifying past knowledge,
they should be able to demonstrate comprehension through one or more forms of
explanation.
3. Application- Using the knowledge understood by the students, they can finally use that
information or skill to work on new situations.
4. Analyzation- Analyzing makes the students break materials into its constituent parts and
determine how the parts relate to one another.
5. Evaluation- After gathering information and applying them, judgement should be done
whether that information was used properly or not.
6. Creating- At the end, students should be able to put elements together to form a new coherent
or functional whole.

Level Objective/s (English- Grade 8 and 9)

Remembering  Define what is opinion marking signals.
 Scan texts rapidly for connecting words or expression that signals
sequence.
 Explain what is communicative styles and its types.
 Understanding  Enumerate the different opinion marking signals.
 Classify the types of transition signals used in sentences and paragraphs.
 Distinguish the distinction of the different communicative styles

Applying  Construct sentences using the opinion marking signals.

 Construct sentences using transition signals.
 Provide examples of situations for each communicative style.

Analyzing  Identify the opinion marking signals used in paragraphs and sentences.
 Use suitable transition signals to connect and complete sentences and
paragraphs.
 Use appropriate communicative style in conversations.

Evaluating  Complete dialogues and story presented using the appropriate opinion
marking signal.
 Realize the significance of cohesive devices in compositions.
 Illustrate the value of communicative style in demonstrating respect to
others.

Creating  Express appreciation of a story using the opinion marking signals.

 Write paragraphs using transition signals to achieve coherence.
 Perform an appropriate application of the different types of
communicative styles.

Activity 5. Teaching Approaches and the K to 12 Curriculum

Learning Portfolio
1. With a graphic organizer, present the pedagogical approaches to the K to 12 Curriculum
as stated in RA 10533. Give the main features of each approach.
Pedagogical Approaches
1. Constructivist
2. Inquiry-based
3. Reflective
4. Collaborative
5. Integrative
6. Leaner-centered
7. Inclusive
8. Developmentally
appropriate
Features
Views learners as active constructors of meaningful
knowledge.
Learning puts a premium questioning, investigating, proving,
probing, explaining, predicting and establishing connection of
evidences.
Learning provides opportunities for learners to reflect on what
and why they need to learn and how to go about it.
Allows learners to share ideas between and among themselves
thus developing the value of cooperation, respect,
camaraderie and tolerance.
Learning espouses the importance of connections and
relationships of ideas and concepts between and among
disciplines.
Learning puts the needs and interests of the students at the
center of the teaching-learning process.
Learning recognizes and values diversity so that the diverse
learning needs and preferences of individual learners are
identified and met.
Describes an approach to teaching that respects both the age
and the individual needs of each child.

2. A student-centered approach is very interactive. Research on at least 3 teaching-learning

activities/techniques that can be used at the beginning or end of a lesson.
 a. Active Learning
Students solve problems, answer questions, formulate questions of their own,
discuss, explain, debate or brainstorm during class
b. Cooperative Learning
Students work in teams on problems and projects under conditions that assure
both positive interdependence and individual accountability
c. Inductive teaching and learning
Students are first presented with challenges. Inductive methods include inquiry-
based learning, case-based learning, project-based learning, discovery
learning and just-in-time teaching.

Activity 6. Reflection
Between teacher-centered and student-centered approach, the latter must be pedagogical
sound because even R.A 1053, the Enhanced Basic Education Act of 2013, mandates it for
K to 12. Write your reflection about it. Or is it better to use both approaches?

Learner centered approach views learners as active agents. They bring their own
knowledge, past experiences, education and ideas and this impacts how they take on broad new
information and learn. As stated in Section 5 of RA 1053, the curriculum shall be learner-
centered.
I would agree on using the learner-centered approach in teaching, it is because the
students are the ones coming to school in order to learn. Though sometimes, teachers also learn
from coming to school. But the main focus of the school is to make students learn. In order to
make the students learn, they should be the active agents in school. Teachers should only serve
as facilitators or guides to students as they discover new knowledge on their own.
Applying the learner centered approach is very beneficial. Participation of students
improve if teachers use the learner-centered approach. Students will not only find it fun but at the
same educational if you let them do things on their own. As compared to the traditional way
wherein the teacher is always the source of information, most students will find it boring.
Learner-centered approach improves retention of knowledge. It is because, the learners
were able to do things on their own wherein they applied what they learned. Application is very
important to be able to remember things that you have learned, thus giving students activities to
work on will make improve their retention.
Lastly, learner-centered approach makes learning more fun. Letting the students show
their skills by applying what they learned is more fun rather than just the teacher giving
instruction and a simple pen and paper activities. Using learner-centered approach does not only
make the students learn but also, they are given the chance to discover and improve the skills and
talents they have.
These are just few of the reasons why learner-centered approach should be use in
teaching. “It’s not about what teachers cover; It’s about what students discover” (Anonymous).
Teaching is about what the students were able to learn and not what the teacher able to teach.
 Module 3: EDUCATIONAL TECHNOLOGY

Activity 1: The School’s Learning Resource Center

Name of FS Student: Ariza D. Deyan
Course: BSED- English
Year and Section: 4th Year
Resource Teacher: Ma’am Vanesa E. Sadya-as
Cooperating School: Pingad National High School (Junior High School)
Date of Visit: October 3, 2022

List of Available Learning Resources

Available Learning Characteristics and Unique Teaching Approaches where
Resources Features the Resources are Most
Useful
Print Resources Some of the books are new Books are mainly used for
Fiction and Non- and up to date. class discussion, research
fiction Books purposes of the students and
Encyclopedias, Almanacs, answering activities given to
Dictionaries them
Newspapers and
Magazines
Books for different
subjects
Audio Resources The sound system is in good Speakers are mostly used for
Speaker condition capable in playing songs, speeches
producing audible sound even which are related to the
in large crowds. lesson.
Non-electronic Media Both are still usable in These are mostly used during
Resources classrooms. explanation and quizzes.
Blackboard and whiteboard
ICT Resources Computers are newly Computers are used
Computer installed and working. Printer sometimes used in TLE
Printer is malfunctioning sometimes classes, and for encoding and
TV but is still functional. TV is a making the students reports.
new model product. Printer is for printing students
printed requirement while the
TV is for watching vides
relevant to the lesson.

Analysis:
1. How are the materials arranged? Are they classified according to their functions and
characteristics? Relate your observations here.
 The materials are arranged in an organized and pleasant way according to their functions.
So, the materials are placed in different rooms.
Yes, the materials are classified according to their functions and characteristics. Print
resources and some non-electronic media resources present at the library. The books are arranged
per subject in a way that it will be easier for the students to located whatever book they need.
Labels are also provided in each section of book so that it will be more organized. Books are
separated in one corner, dictionaries, atlas and encyclopedia on the opposite side and on the one
corner are the magazines and brochures. Blackboards are definitely inside each classroom. Audio
resources and ICT resources are found at the ICT office. Computers are properly arranged into 4
rows. The printer and speakers are in the same table.

2. What do you suggest to improve the resources?

Varieties of resource books for each subject should be provided and books should always
be up to date if possible, to contain more information. The number of computers should also
increase because it cannot accommodate the number of students in every class. Computers
should be updated as it is the applications installed are outdated and does not have the features
necessary for the student’s requirements.

Activity 2. Bulletin Board Display

1. Number of Bulletin Board displays: Four Bulletin Boards
2. Location of Bulletin Board Displays (BBD): Main building beside the exit and entrance of the
stairs going up the second floor
3. Describe each BBD in terms of the following:
a. The message(s) it provides: The school’s publication, financial report, school report
card, donations, notices and announcements, and others
b. Images and Colors: Bulletin boards are painted with green. No images are placed in it
c. Arrangement of information/messages: Announcement are placed at one bulletin
board. Reports are also at another bulletin board.
4. Materials used in the display: Wood, colored papers, bond papers
5. Errors noticed, if any: none
6. Borders, if any: none
7. Clarity of messages: The messages are clear and understandable. Even the headlines alone are
readable.

Photo Documentation
Analysis
1. From what you have observed about the bulletin displays, what are the skills that must
be developed by a teacher?

When taking about bulletin displays, teachers should be organized, resourceful and
creative at the same time. Organization is crucial in delivering information as the main purpose
in bulletin display is to inform. The information that will be put in bulletin boards should not be
mixed. Teachers should know how to organize how they will present the messages. For example,
bulletin board could use to place the school’s report while another one could be used for health
purposes. They should not mix a lot of information in one bulletin. Second, in creating bulletin
displays, teachers should be resourceful in way that they should know how to maximize the
resources they have in school. They must learn how to reuse and recycle things which can still be
used in order to lessen the financial expenses. Lastly, creativity gives life to bulletin displays
that’s why it also a skill a teacher develops. They can paste pictures, add borders and designs
which are related to the messages they want to deliver in order to attract readers provided that
teachers should not over decorate they bulletin as it will lose its purpose.

2. What do you think are the intentions of Board Displays?

I think the intentions of Board Displays are to deliver factual message to the audience. It
contains important information regarding school matters such as, messages, announcements,
memo, and other essential documents. Board displays also serves as a tool to update the readers
what is happening in school. In general, bulletin displays intend to notify the readers of the
information posted.

Activity 3. Teaching Aids

 Mostly Power Point Presentations

 Printed modules and activity sheets

Activity 4. Technology in the Learning Environment

Utilization of Teaching Aids Form
Subject Matter: English 9
Brief Description of Teaching Approach Used:
The teacher uses diversified teaching approaches in handling the class. The teacher uses
the following:
*Actual Video via YOUTUBE based on the topic
*Slide show presentation
*Activity (Printed-for assessment) distribution
*Actual and Fast Feedback on the students’ achievement

Teaching Aids Used Strengths Weaknesses Appropriateness of

Teaching Aids Used
1. Actual Video It gives both a visual Sometimes, the audio Actual videos are
Integration via and auditory of the videos is not appropriate since they
 YouTube explanation of the clear or the way the are documentations
topic. actors or speakers available in order to
talk are not clear. explain more the
topic.
2. Slide show It contains pictures It may let the students Slideshows are
Presentation that can explain get bored if lots of appropriate to use if
further a certain topic information are the teacher how to
rather than drawing placed in the utilize it properly like
the pictures on chalk slideshow. putting few words on
boards. the slideshows.
3. Activity (printed- Activities provides a Some of the Using activities is
for assessment) practice for the unrecorded activities very appropriate in
students to apply ae take for granted of order to evaluate how
what they have the students. They do the learner’s have
learned. not answer it properly understood the
to know what is the lesson.
level of their
knowledge.
4. TV Using TV provide a Some teachers find it It is where the student
visual presentation on hard to manipulate it watched the
the lessons. It is used thus it doesn’t serve documentary related
to project images or its purpose. in their topic.
videos.
5. Books (Learner’s It provides a lot of Some books are not Books are the
Module) information regarding updated thus primary source of
the topic. information is not information. Using it
also updated. properly will surely
provide lots of
information.
6. Curriculum Guide It serves as the guide Teachers will stick on Using a curriculum
on what the teacher what the curriculum guide is appropriate
should be able to is given to them. since it serves as your
teach the students. guide on what to
teach to you learners.

Were the learning resources used effectively? Why? Why not? Give your suggestions.

Most of the learning resources were used effectively because it helped the teacher in
explaining her lessons. From using the curriculum guide as a basis on what the teacher will teach
up to using books and videos to gather information. The use of slideshows and TV was a unique
way of teaching also rather than purely using the chalk and chalk board. Using other method of
teaching will attract the interests of the students to listen. Finally, giving an activity at the end of
the lesson is effective because it is the way to evaluate how well the students understood the
lesson.
What I can suggest is it is better for the teachers to print handouts of their lesson for the
students for the students to refrain from using their phones when reviewing.

Activity 5. My Reflection
1. Describe your experience surfing the internet for appropriate resources for the class?
Did you find it easy or difficult?

I find it easy using the internet to look for appropriate resources to help in teaching the
lessons to the class. Surfing the internet would provide a lot of choices for me to pick in
choosing the appropriate resources. But sometimes surfing the internet is also disadvantageous
especially if you click on information that can be edited by a lot of people. Internet are
sometimes unreliable in providing information so as a teacher, we should check first the
information that we are borrowing.

2. Reflect on your technology skills. What skills do you already have and what skills would
you continue to work on to be better at utilizing electronic resources?

Technology nowadays is advance and yet still continues to develop from time to time. As
a teacher, we should be able to catch up in learning the technology skills in order to make our
teaching modernized.
I do not deny that the technology skill I possess are I can do the basics of operating a
computer or laptops, I know how to explore the features use the Microsoft Offices which are
very important in the teaching process, I have the skill of operating and connecting laptops to TV
and projector.
My technology skills are not yet that excellent. As a future teacher, I would work on
improving my technology skills in creating websites in order to provide more information to my
students. I should also learn more about manipulating the diverse educational applications that
maybe useful in teaching.